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Cumberland proposes 75‑minute block schedule at high school to expand internships and credit options
Summary
Cumberland leaders unveiled a new CHS master schedule with consistent 75‑minute periods, retained Flex blocks, a blue/white rotation and an optional eighth period intended to expand internships, CTE and credit recovery; the committee asked for implementation details, parent outreach and safeguards for internship crediting.
Cumberland School Department leaders presented a proposed master schedule for Cumberland High School that would move to consistent 75‑minute class periods, keep a Flex block, use a rotating blue/white day structure and add an optional eighth period to expand work‑based learning, internships and credit recovery.
"There's no perfect schedule," said Mr. Costa, the presenter, while describing a design the district says will "increase opportunities for all of our students" by allowing them to build schedules aligned to personal goals. Dr. Thornton said the district engaged a 21‑member scheduling committee and consulted with the Rhode Island Department of Education during development.
Administrators said the plan preserves Flex and builds predictable time blocks that community partners can rely on for internships and apprenticeships. Mr. Costa said the schedule would allow students to recover credit during the day and take additional electives, and that early‑release Wednesdays would be the only days without Flex. He also noted that, when measured by minutes per class quarter, some classes would meet fewer times per quarter under the new structure, and the district is refining passing times to hit the intended 75‑minute mark.
Committee members focused on implementation. Miss Feather asked about stakeholder reaction; Costa and Thornton said RIDE reviewed the plan, has been supportive and the district will continue stakeholder meetings with parents, students and department leaders. Miss Shay and others pressed for detail on internships: how students would earn credit, what happens if an internship is a poor fit, and whether community supervisors would report back on student learning. Mr. Costa said the district will develop paperwork, require evidence of skill development to award credit and use district staff as internship supervisors who could visit workplaces and collect supervisor feedback.
Questions about lesson design and supports for students who struggle with longer periods drew assurances that teachers would design lessons and that daily schedules include transition breaks; Mr. Costa said teachers requested placing Flex mid‑day to provide a natural break for students. Several committee members said they wanted clearer policies and forms for internship supervision and for any prequalification of community placements; the administration said it will meet with attorneys and schedule a January discussion to prepare protocols.
The district plans parent and student meetings on the schedule and targeted professional development for teachers. Next procedural steps are additional stakeholder sessions and curriculum analysis before broader implementation.
